The Savannah tribune. [volume] (Savannah [Ga.]) 1876-1960, 1887-10-01
Education and IFS Worth to
the Human Family.
AN ESSAY DELIVERED BY MRS NJ. r.
WILSON AT ST JAMES TABERNACLE,
SEPT. %, 1887.

~
WILSON AT ST JAMES TABERNACLE,
SEPT %, 1887.
Education aud its worth may be cora
pared to dollar and its worth to
man in want, we often say that bird
in the hand is worth two III the bush
es; so mas we say that dollar tn hand
is worth. two not in hand. Again may
we say one thought known is worth two
unknown.
One may ask what is knowledge? we
answer by saying knowledge is power
1t has impaired to man the mysteries
Of heaven and earth, and even of lie
and death, knowledge unlocks the
hidden recesses of the earth, and makes
men familiar with its mineral and plauts
But there is difference between
knowledge and wisdom.
First knowledge is that which is
known or that which you know. Sec
ondly, wisdom is the right use OF
knowledge gained. knowledge consti-
tutes the whole difference between
savage and civilized society, for the i'm
provements of their condition their
comforts and conveniences of life, use
full arts and salutary and good govern
ment are the productions of knowled ge
School houses are less expensive
than rebeions, 1t is to me a perpetual
wonder that any childs, love of know
ledge survives the outrages of the
school houses. That man will be
benefactor of his race who shall teach
us how to manage rightly the first years
OF "a child's education. One half of the
time which is now almost wholly vast
ed in dis riot schools, on English Gram
mar attempted at too early an age would
be sufficient to teach our children TO
love the Republic and to become its
loyal and lift1 ong supporters.
The old necessities have passed away,
we now have strong and noble living
languages; rich in literature, replete
with hi, b and earnest thoughts. The
language Of science, religion, and libei-
ty and yet We bid our children feed
their spirits on the life of The dead
ages, instead OF the inspiring life and
vigor Of our own times. l do MT object |
to classical learning-tar from it But
| would not have it exclude from the
living present Greek IS perhaps the
most perfect instrument of thought ever
invented by man. and its literature has
never been equaled in purity Of style
auL boldness of expression.
The scholar should study himself, his
relation to society to nature and to
art. and above all, in all aud through
ali these, he should study the relation,
Of himself society, nature aud art, to
God the author OF them all. 1t would
be unjust to our people and dangerous
to our institutions to apply any portion
OF the revenues Of this nation or OF the
States to the support OF sectarian
schools. Itseems to me that in this
act Of giving we almost copy its proto-
TYNE in what God himself has done on
this great continent vi ours. LII the
centre of its greatest breadth, where
otherwise, there might be a de sert
forever. he has planted chain Of the
greatest lakes GU the earth, and the ex-
Ralations arising from their pure
waters every day. come down in gracious
showers, and make that a blooming
garden which otherwise might be
dessert waste. And from our great
Il
wilderness lends it is proposed that
their proceeds, like the dews of heaven
shall tall forever, not upon the lands,
but upon the minds Of the children OF
the nation, giving them, for all time to
come all the blessing, and growth, and
greatness, that education can afford.
There are two forces in education.
First is that of the local, municipal
power under our State governments
There is the centre of responsibility
, secondly. there is the chief educational
0 power, there can be enfored Luther''
great thaught of placing on Magistrate
i the duty Of educating children. Thu